Deck 8: Blocks and Childs Play

Question 1

Block play contributes primarily to a child learning:

A) Patterning, objects, forms, systems, and designs
B) Physical development
C) Social development
D) Creative play

Answer 1

Patterning, objects, forms, systems, and designs

Question 2

According to Ness and Farenga (2006), block play is defined as:

A) A preoperational action using blocks
B) Visual-spatial construction play objects
C) When a child manipulates proportional wooden (or related product material) blocks, using actions and/or language to represent realistic or imaginary experiences ?
D) Assorted square props linked to children's development that are necessary for play environments

Answer 2

Visual-spatial construction play objects

Question 3

Block building outdoors provides children with opportunities to:

A) Create smaller, intimate structures that they can't create in the indoor environment
B) Create longer and wider structures with a variety of accessories such as rocks and logs incorporated into the structure
C) Create a structure that the teacher wants the children to build
D) Realize that block play is better suited to the indoor environment

Answer 3

Create longer and wider structures with a variety of accessories such as rocks and logs incorporated into the structure

Question 4

The theoretical paradigm that accounts for paper-and-pencil tasks being inappropriate for preschoolers and children in kindergarten is the:

A) Autonomy vs. shame and guilt stage in Erikson's stages of psychosocial development
B) Sensimotor stage of cognitive development
C) Preoperational or concrete-operational stage of cognitive development
D) Literacy-rich play stage in sensory-motor development

Question 5

The first philosopher to introduce a systematic use of blocks as part of children's early learning experiences was:

A) Carolyn Pratt
B) Maria Montessori
C) John Dewey
D) Frederich Froebel

Question 6

The Richter building blocks continue to be prevalent today. They are best known as:

A) Stacking blocks
B) Lincoln logs
C) Alphabet blocks
D) Lego blocks

Question 7

In the early 1900s, this educator created unit blocks:

A) Carolyn Pratt
B) Maria Montessori
C) John Dewey
D) Frederich Froebel

Question 8

When playing with blocks, early learning teachers can expect preschoolers (ages 24-48 months) to typically:

A) Draw out or discuss a plan with peers for the complex structures
B) Use plans from other sources, such as the internet, and builds sophisticated plans over several play episodes
C) Put blocks in containers and dump them, carry blocks to a variety of areas, and begin to stack them.
D) Begin to form patterns and simple structures, like rows, bridges, and enclosures

Question 9

Recommended blocks for toddlers (12-24 months) are:

A) Cedar blocks
B) Washable fabric or wood blocks
C) Unit blocks
D) Tree blocks and stumps

Question 10

Table blocks are primarily used:

A) Indoors with small groups of children
B) Outdoors with large groups of children
C) Outdoors with other accessories
D) Indoors with large groups of children

Question 11

Table blocks primarily consist of:

A) Picture, alphabet, parquetry, and bristol blocks
B) Picture, alphabet, and hollow blocks
C) Foam, picture, unit, and hollow blocks
D) Parquetry, bristol, hollow, foam blocks

Question 12

Hollow blocks differ from unit blocks, due in part because they are usually:

A) Made out of cardboard
B) Smaller than unit blocks
C) Built in mathematical proportions
D) Larger than unit blocks

Question 13

Exposing children to blocks supports Vygotsky's concept of children engaging in activities that:

A) Define their interest in play
B) Offers them new challenges
C) Stretches their zone of proximal development
D) Increases their language skills

Question 14

Children will often use blocks for pretend play because blocks offer them:

A) A defined shape and product for their play
B) An open-ended, less structured material
C) Confidence to engage in pretend play
D) The structure that they need for pretend play

Question 15

Blocks support a child's cognitive development by expanding their:

A) Social skills
B) Sense of math, science, and language
C) Attention span
D) Ability to follow instructions from the early learning teacher

Question 16

During block play, an early learning teacher can consider the use of digital cameras, photographs, and video clips of construction as:

A) Helpful tools to increase children's imagination and creativity
B) Distracting and contributing to too much environmental stimulation
C) Resources that contribute to language and literacy
D) Obstructions to traditional block play

Question 17

Early learning teachers and student teachers support children's creativity with blocks by:

A) Providing them with sketches or pictures of what they can build
B) Having a designated time each day for block play
C) Structuring how to execute block play
D) Visualizing with the children new and creative ideas

Question 18

Children may have periods when they build and rebuild a structure over and over again. When early learning teachers observe this they:

A) Remove some of the materials from the block centre
B) Encourage children to play in other experience centres
C) Record this in the child's file to share with parents at a parent meeting
D) Offer new materials and become partners in play

Question 19

Early learning teachers recognize that block play for children with disabilities:

A) Is a risk because they may get hurt
B) Requires strategies to be put in place so that they connect to the materials, peers, and play options
C) Requires specific instructions how to use the blocks
D) Requires them to have access to the tabletop blocks only

Question 20

Early learning teachers get to know each child and to think about their strengths and opportunities with blocks because this helps determine:

A) What to teach the children about blocks
B) What block structure models to present to the child
C) How to develop effective block related lesson plans
D) The types of strategies that will encourage children to advance the complexities of their block play

Question 21

The early learning environment may impact the quality of block building. Children's depth of play is expanded when:

A) The early learning teacher provides a model for the children to follow
B) Children are encouraged to engage in block building as a solitary activity
C) Limited material is made available for block play
D) Structures remain standing for long periods of time

Question 22

The environmental design for block play must:

A) Allow for play not to encroach on other experience centres
B) Ensure that block play is confined to the designated block area
C) Be flexible enough to accommodate solitary and group play
D) Ensure that changes are easily made every day to trigger new play options with the children

Question 23

The best observational and pedagogical documentation strategy for early learning teachers to use in acquiring information on block play is through:

A) Anecdotal records
B) Conversational notes
C) Checklists/rubrics
D) A combination of methods

Question 24

Early learning teachers play an important role in working with children who may not use the block area as much as other children. They do this by:

A) Inviting children to be their partner in building a structure
B) Indicating to the child that he must go the block area on a particular day
C) Going to the block area, playing with the blocks, and hoping that the child will join the teacher
D) Completing observations to see the child's skill at block building

Question 25

When children engage in unsafe building practices or become destructive with the blocks, one of the most effective strategies for the early learning teacher to use to change the behaviour is to:

A) Remove the children from the area
B) Close the block centre
C) Become involved in the play with the children for the purpose of refocusing the play
D) Use stern body language to send a message of disapproval to the children

Question 26

The block centre is most utilized when it is located in an area that is:

A) Able to accommodate no more than three children
B) In a corner of both the indoor and outdoor play area
C) Located indoors next to the water play area
D) On a wood floor surface

Question 27

When displaying blocks, the early learning teacher ensures that:

A) The large, heavy blocks are located neatly on the upper shelves
B) Low, open shelves are used so children have access to the blocks
C) There are sturdy boxes with blocks in them around the outer wall of the block space
D) All blocks that the centre has are displayed so that children have choices

Question 28

The early learning teacher has many roles in supporting children and block play. They include:

A) Determining the types of structures that children will build on a daily basis
B) Organizing space and role modeling effective play construction in the block area
C) Ensuring that each child uses the blocks at least once a week
D) Removing children from the block area when they become noisy

Question 29

When the noise level in the block area starts to escalate, the early learning teacher:

A) Starts a circle time as a way to redirect the children
B) Becomes part of the play using a soft voice with the children
C) Encourages some children to engage in other play spaces
D) Examines the area to determine if there is too much or too little accessories

Question 30

Early learning teachers expose young children to blocks because they set the foundation for later academic studies.

Question 31

According to the National Association for the Education of Young children (NAEYC), many early learning teachers may not fully be familiar with the educational or developmental value of blocks to a child's development.

Question 32

Cardboard and hollow and cedar blocks are recommended for children ages 24 to 48 months.

Question 33

Block building should be considered an indoor activity.

Question 34

Frederich Froebel developed the brown stairs and pink tower for children to engage in block play.

Question 35

Studies suggest that children don't progress through sequential stages of block development.

Question 36

Through playing with blocks, young children develop skills that are beneficial for future engineers, designers, architects, and artists.

Question 37

Blocks are usually categorized into four categories.

Question 38

Unit blocks are usually made out of a heavy cardboard.

Question 39

Early learning teachers place accessories that are used with blocks to encourage children to move from simple to more complex play.

Question 40

Early learning teachers support children's language development with block play by encouraging children to make signs for their structures.

Question 41

Boys manipulate blocks differently from girls.

Question 42

When the block centre is placed near the dramatic centre there are many disadvantages, including children using materials from both areas for their play.

Question 43

When early learning teachers dialogue with children about their block play, they should ensure that they ask the children what they building.

Question 44

Early learning teachers start discussions with children about their block structure as a way to support children in projecting "what-if ideas."

Question 45

When children become tense or cry in the block area, the early learning teacher moves the child to another area of the play space.

Question 46

Using blocks outdoors invites children to experiment with building materials such as crates and rocks.

Question 47

A combination of open, see through containers are useful for storing block accessories.

Question 48

Hirsch outlined the stages of block building. Name each stage and discuss how children use the blocks at each of the stages.

Question 49

Block play contributes to the development of children in a variety of ways. Describe how block play supports child development, creativity, and problem-solving skills.

Question 50

Describe how the philosophy of an early learning teacher may impact how block play is executed in an early learning environment.

Question 51

Discuss how early learning teachers may ensure that block play is part of a child's outdoor play experience.

Question 52

Discuss the benefits of children being about to combine block play with other experience centres.

Question 53

Discuss how block play can support language development and what early learning teachers can do to support these developments using space and materials.